If you have been following the series, you have already read how young children experience science and some of the ways to capture a student’s attention and foster curiosity as they grow (if you missed previous parts of the interview, start HERE.)

In this final installment of my interview with best-selling author and science teacher, Janice VanCleave, you’ll find teaching and book recommendations especially designed for homeschool families, and for children of all ages.  You’ll also hear Janice talking candidly about public education and sharing her views on some of the hot-button topics that sometimes surround curriculum selection in the homeschooling marketplace.

Be sure to visit Science Project Ideas for Kids at http://scienceprojectideasforkids.com/ to continue learning from Janice VanCleave through her web site and free online lesson plans.  Readers may also contact her using the contact information given below.

MCM: “How have homeschooling families used your books with their children and which, if any, would you most recommend for families that are just starting to homeschool?”

JVC: “My books were designed to enrich science curriculum. “Teaching the Fun of Science to Young Learners” introduces the scientific method, also referred to as the inquiry approach for problem solving. While it was designed for young learners, the information is needed at any level. This book has teaching tips for each topic along with activities and investigations. The objective is to provide ideas that guide kids to discover answers via investigations and experimentation.

“Teaching the Fun of Science” and “Teaching the Fun of Math” are useful for elementary as well as middle school. They are not curriculum books. Instead they are tiny bites to whet the appetite. I call the experiments exploratory investigations, which means they provide information and a starting point for further discovery.

Kids in public school too often do not feel comfortable expressing their ideas because of peer criticism. While some children are organized and provide reasonable ideas, others may give what seem to be wild-outrageous answers. Within reason—positively accept all answers, and then guide the kids to designing investigations to test their ideas. This helps to reign in what I call “out in space” ideas.

My point is that no matter what books you use to teach science, don’t let the book limit science discovery. Encourage kids to express their ideas. When working with a group of kids, I set the rule that there can be no repeat answers. So everyone that volunteers has to provide a different idea. Yes, it forces kids to think up stuff that may not be correct, but it makes them think. Then I ask, “Can all of your answers be correct?” If they yes, I frown. They quickly say no and I frown again. Someone gives the right answer–”Maybe.”  If I do nothing else, I hope to teach kids that science is in a constant state of change. That nothing in science should be considered absolutely correct. Instead, it is as correct or accurate as the tools used to determine it.”

MCM: “Which of your materials and projects tend to be more appealing or appropriate for middle and high school students?”

JVC: “There is a series of A+ Project books designed for older kids. The experiments are not difficult. The difference is that the explanations are more enriched. I used my experiments when I taught physics and chemistry—as I stated earlier, they enrich curriculum but are not meant to be used as a comprehensive curriculum.”

MCM: “Through your web site, you offer science activities, hands-on experiments, science fair ideas, and more. How can homeschool families incorporate these lessons and activities into the school day?”

JVC: “I recently added a homeschool project tab on the navigation bar of my website. The first introductory activity was field tested by a homeschool mom. She and I exchanged ideas and I tweaked the activity to make it more homeschool-friendly. Since then, I have exchanged ideas with many different homeschooler — just about when I think I have the ‘perfect’ format for science activities, more information comes in and more improvements are made. So, don’t be surprised if the format for each activity is a bit different. My new idea is to advertise my latest ‘brain storm’ in the side bar. This is an example of how even writing about science changes as more data is collected.”

MCM: “More importantly, will families be able to easily gather materials and perform these projects on their own?”

JVC: “While I have the materials around my house, this is not to say it’s the norm. I had three sacks of worms on my coffee table last week—they were for an elementary school. But my husband of 52 years never noticed. They were an interesting conversation piece when a neighbor visited for the first time. I digress—yes! I use things that can be purchased at a local store—Wal-Mart—etc.. But while visiting NY I didn’t see a Wal-Mart in Manhattan—so, if anyone cannot find the materials—contact me and I’ll help you make substitutes with materials that you do have.

MCM: “What are you working on now that we can look forward to in the future?”

JVC: “I will continue to add homeschool projects to my website.   There is a list of draft projects on the introductory page. I need homeschoolers to try these experiments and to send me information, such as how they adapted it for their group, questions that kids asked, ideas for making it more effective with a multi-age group, etc…  The idea for the homeschool projects is for homeschoolers to have a place they can find answers that really work. Well, in order to do this, I need homeschoolers to help me tweak investigations to make them homeschool-friendly.

Also, I want homeschoolers to feel comfortable about asking questions about science. Instead of leaving comments on the website, I prefer to be contacted via email. This allows me to correspond directly and ask permission to post the information discussed. 

The material on my website is free and I have no intentions at this time of publishing and selling the work. But know that I reserve the rights to do that if I ever needed to.”

MCM: “How can you be reached?”

The contact information on my website is for this email address:  ASKJVC@aol.com.  I read and respond to my own email. I do plan to have a newsletter for homeschoolers—soon. If any of you have ideas for the newsletter, please send them.

I really want to offer more ideas for linking science to other topics. A friend asked me to design activities for different story books. She was  visiting a new library in Ethiopia and wanted to have fun with the kids. Homemade perfume was perfect for the book–”Ferdinand the Bull.” You can find this on my website.”

MCM: “Is there anything else you’d like to add?”

JVC: “You didn’t ask about evolution, but I would like to express my views.  I personally believe that God, Jesus Christ created everything.   When teaching science in public school, I never discussed evolution or creation unless a student asked. Then, I stated that I supported creation and generally advised young kids to discuss it with their parents.

My believing in creation wasn’t a surprise to my students because I taught many of them in Vacation Bible School and/or J.A.M. (Jesus and Me) as well as being a counselor at church camp. Science for me is an extension of Bible study. In fact, I use science investigations to teach Bible lessons. My one Bible publication is, “Hands-on Bible Explorations.” If you are interested, you can find Bible lessons that I write on this website, www.Jesusdiditall.com

It’s not the evolution information that I object to. Instead, teaching kids that the accuracy of the evolution theory should not be questioned is an archaic way of thinking. It patterns the attitude of those who for two thousand years stifled any scientific advancement contrary to Aristotle’s scientific philosophies.  Only when we question the accuracy of currently accepted science theories will new information be discovered. Galileo was punished because he dared to suggest that the Earth revolves around the Sun. He was forced to swear that he was wrong and that the Earth was the center of the universe and everything, even the Sun revolved around the Earth. Are scientists today being forced to fit everything into an “evolution mold” in order to obtain grants or other funding? 

Jumping on the Global Warming Band Wagon is considered to be PC, politically correct. I assume this means that politicians, if elected, will correct the problem. Personally, I have doubts about a global climate change. Maybe, but maybe not.

I seem to be striking out on two big PC issues — evolution and global warming. But then there is being green and all the green-terms, such as organic foods, all natural, and no chemicals. These are some of my favorite things to talk about. I think I will add a “Green” tab on my website. In fact, I am going to do that now. You can discover if I am on the Green Band Wagon.”

Continue following Science Project Ideas for Kids and the work of Janice VanCleave HERE.

To read previous portions of this interview, click HERE and HERE.

Post your COMMENT or question about this article, below.  Conact Janice VanCleave directly HERE.

 

In this second installment of my series, I continue my interview with extraordinary science teacher and award-winning author, Janice VanCleave.  (If you missed the first part, find it HERE.)

Today, you’ll hear from Janice about talking to young children about science, using the scientific process, the importance of both math and science as students grow, and so much more!

Continue to stay tuned as I wrap up the series next week – remember to check back or subscribe to the feed so you don’t miss the very inspirational finale.

MCM: “There is estimated to be some 2.5 million practicing homeschoolers nationwide. Most of these families include science as part of the core curriculum. As homeschooling grows in popularity and numbers, what message would you like to send to homeschooling parents about teaching science at home?”

JVC: “I am thrilled that science is part of the core curriculum for homeschoolers. My suggestion to any educator teaching science is to guide kids so that they have panoramic vision instead of tunnel-vision. Maybe even a bit of imaginary telescopic- as well as microscopic-vision. In other words, encourage kids to ask why and not to just accept answers. Yes, there are many times that you will not know the answer because no one really knows. But the answer isn’t, “That’s just the way it is.” Instead, the answer could be, “This is all that is known about the topic at this time.” I promote the idea that while some things are accepted as absolute right now, it is just a matter of time before new technology enlarges the window through which we view the world. 

For example, when your child helps you make a box cake—introduce, “I wonder?”  questions.  These lead to investigations, such as:

“I wonder…what would happen to the cake if we didn’t add the egg?”

“I wonder…does it matter if we use orange juice instead of water?”

When children ask questions like, “Why is the sky blue?” or, “Where do rain puddles go?”, your answer should be—“I wonder…why is the sky blue? Let’s find out.” Whether you know the answer or not—you and your children will have fun as you investigate and discover the answers together. You can also “ASK JANICE” on my website. Your questions will be emailed to me. Not that I know all the answers to science questions, but if I don’t know you can count on my being curious. So, I will join you and your children, and as a team we will find the answers.”

MCM: “Do you believe there is a “right way” or a “wrong way” to teach school science?”

JVC: “Right? or Wrong? The more I learn about homeschooling, the only wrong way is to try to teach every child the same way.  What is right for one family may be totally wrong for another. This is also true for children in the family. Some children need unschooling freedom, some need the security and comfort of structure, and others like me need a mixture of both.”

MCM: “What do you think should be included in any good science curriculum to prepare students for graduation, real life and careers in the sciences?”

JVC: “I think kids should learn as much science and math as possible. While I always loved science, I very much disliked school and had no desire to go to college. I wanted to quit school and go to a trade school. My usually easy-going dad firmly put his foot down. So, I doubled up on my courses, went to summer school and graduated early. I turned 16 in January, graduated in May ready to go to work and get an apartment. I started to college because I was too young to do anything else, and LOVED IT!!!

My point is that kids don’t know what is in their future—but science and math are useful tools for any career. Everyone is not going to be an astronaut, an astronomer, a doctor, a chemist, ecologist, etc…, but everyone benefits from knowing science.

In my Mom’s hat, I have helped my sons figure out how to clean different filters from their cars—a bit of chemistry about solvents—also applies to removing different stains from clothes.

As to math—how would I sew, make curtains, figure square yards of carpet for my office, triple a recipe, etc….

The scientific method is nothing more than a problem solving process. Instead of memorizing steps and dogmatically following them in order, it should be a natural process for finding solutions. The Tarzan rope swinging example (link to previous article) demonstrates this. It was a natural process for me then, but as an adult I can label the different process steps.

Introduce chemistry and physics investigations and concepts at the elementary level. Kids can do it.  I recently took my grandchildren to a science museum and they loved the bubble makers, hitting pipes to make different sounds, using lights to create shadows, etc…. Every one of these activities could be duplicated on a smaller scale at home with age appropriate explanations. Tell kids they are learning about physics or chemistry. Introduce simple equations.

The worst part of education is that everything is separated—you do math, then history, then science, etc…. middle and high school science is often difficult because kids are taught math skills but they cannot use them to solve “word” problems. Teach “real life” math—not just numbers written on a page.

At 10, one of my granddaughters was visiting and I casually asked if she would like to learn some chemistry. “Do I have to?”, she said.  It was a vacation visit so I told her,  “Not if you don’t want to.”  She asked, “Umm…does my Mom know chemistry?” and I said that her mom didn’t know much about chemistry.  The precocious child then said, “I want to learn.”  We played around with things that float and sink, and I introduced the term ‘density’. Just for fun we tested things and made comparisons of their densities. She was so anxious for her mom to come so she could show off how much chemistry she knew.

As I talked about earlier, cooking is one of the best opportunities to integrate math and chemistry. Create a recipe with fractions. Watch a cake baking –discuss why the batter expands and why the kitchen and the rest of the house smells so yummy!

If I were to choose one course that kids should master in high school it would be chemistry. But then, physics is so applicable and useful. “

READ MORE OF THIS INTERVIEW…

[Photo: Janice VanCleave, Science Project Ideas for Kids]

The name Janice VanCleave has been synonymous with teaching science successfully for many years.  Now, this scientist, teacher, and award-winning book author has become a tech-savvy online curriculum developer, reaching a whole new generation of young scientists and their families via the Internet. 

Janice VanCleave’s web site, “Science Project Ideas for Kids” (http://scienceprojectideasforkids.com/) offers comprehensive science instruction and experiments that anyone can perform right from home.  From Astronomy to Physics, lessons combine the most successful strategies used in VanCleave’s best-selling science books with practical advice and down-to-earth teaching strategies that bring science directly into kitchens, dining rooms and computer rooms all around the globe.

Not long ago, I had the pleasure of interviewing Janice VanCleave and hearing much more about her contributions to science in the traditional classroom and through her latest endeavor — working with homeschoolers and other families from home.  I asked her what makes science so fascinating to her, and how to nurture and reward that same kind of fascination in a child.

During this interview, a 3-part series, you’ll hear Janice talk about everything from how children discover scientific explorations, to encouraging them to express their own ideas, to what subjects are needed to prepare children for college and careers.  Janice also shared her views on evolution, global warming, and other issues that seem to find themselves at the center of scientific debates. 

Here is the first installment of our 3-part interview.  Stay tuned to read the rest of our fascinating conversation over the coming weeks.  Subscribe to our feed — you won’t want to miss a thing!

——————-

MCM: “Ms. VanCleave, you have been a scientist your entire life. How were you first introduced to science as a child and what is it about science that still fascinates you today?”

JVC: “I had no formal introduction to science. In fact, I liked science before I knew it was science. I observed, expressed problems, made hypotheses, experimented, analyzed results, and drew conclusions long before I ever heard of the scientific method. 

For example, at age 10 I had this experience:

Observed: Tarzan in movies ran and grabbed a hanging grape vine and swung up into a tree.

Problem: Could I swing like Tarzan?

Hypothesis: If I can find a strong grapevine that will hold me, I can run -grab the vine and swing up into the next tree.

Experiment:  I could hardly wait to get home from the movies to test my plan. I was so positive that I would be able to swing just like Tarzan.  After testing the strength of a large grapevine, ran as fast as I could, grabbed the vine and — nothing! I was so disappointed.

Analyzed the Results: I did not swing at all, much less up into the next tree. Tested the vine several times to make sure I’d done it right.

Conclusion: I missed something. Tarzan must have done something else. I could hardly wait to go back to the movies the next weekend. Tarzan was to be on again and I needed to watch his every move. No doubt I was the most observant kid at the movies. Yep  – he ran on the ground, grabbed a vine hanging vertical, and swung up into a tree. Maybe I didn’t run fast enough.

After another failed effort to swing like Tarzan, I sadly decided that Tarzan was a fake.

As a child I was not content until I figured out how things worked. I was so excited when my windup music box fell and broke because I was able to investigate how the sounds were produced. This curiosity and desire to discover what makes things tick has increased with age.”

MCM: “You are a science teacher who has written over 50 science books and worked with countless families over the years. What have you discovered that young learners love most about science?”

JVC: “This is easy — they want to do something themselves and they want to do it right now! One tip for teaching science is to plan ahead and have all the materials needed for an investigation.  For example, one summer I let my Grandson pick out the science experiments he wanted to do during his visit. The needed materials were purchased along with the foods he wanted to eat.

Some kids want one-on-one attention. Others are happy to receive approval for their work.  My grandson did not want to go exploring by himself, but as a kid I loved being by myself and had tea parties and explored imaginary uncharted wilderness with imaginary friends.

That summer, my grandson and I explored the area around my house where Native Americans had lived in the past. No arrow heads were found but we imagined that the red iron spots on rocks were blood stains. We discussed where the blood came from. Maybe from a battle, or a deer had been killed for food, or —-the possibilities were endless. Is this science? Absolutely — and it is very needed. Kids need to form more mental pictures. They need to do more imagining.

As a child, “Play-like” was said so often that it got shortened to “Plike.”

Plike you are my cat—and the imaginary scene unfolds.

I love my computer and hope never to live again without central air and heat. But these two modern advancements makes it harder to get kids to do outdoor investigating. Oops, I am digressing!”

MCM: “Do students appreciate science differently as they grow up?”

JVC: “Some do. My daughter had little to no interest in science when she was a kid. In fact, she would ask me not to do science stuff when she brought friends home. You would think I stood by the door with a net waiting to capture some unsuspecting kid—dragging them off to my laboratory!  Not much changed until she started homeschooling her own children.  She called one day so excited—‘Mom! Have you seen a butterfly breakout of it shell?’ I later introduced the term chrysalis, and allowed her to tell me all about the ‘hatching’ of butterflies. The mom who now thinks science is cool was the teen who announced to friends that her canary must be pregnant because the bird was so fat!”

READ MORE OF THIS INTERVIEW…

(Photo courtesy of Janice VanCleave, Science Project Ideas for Kids)